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From Teaching Competences to Teaching Praxeologies: The Case of the Problem-Centred Education

Abstract : The research addresses the problem of teaching competences and the transposition of certain theoretical understandings into teachers’ own practice. The aim is to study teaching praxeologies of teachers who learn to work with the Problem-Centred Education (PCE) in order to shed light into the question of how teachers construct their teaching competence in this domain. The theoretical part explores the concept of teaching competences in general and defines those relevant for the Problem-Centred Education in particular. The concept of the Problem-Centred Education is also defined and positioned among the existing ‘problem’ approaches. The aim is to outline teaching competences relevant for the PCE. The empirical part aims at studying teachers’ understanding and practical application of the Problem-Centred Education through the analysis of teachers’ reflections, interviews and classroom practice. The analysis allowed revealing certain essential components in teachers’ praxeologies that are assumed to serve as an indicator of a certain level of teaching competence in the domain of the PCE. A tentative relation between some components has also been suggested.
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Renata Jonina. From Teaching Competences to Teaching Praxeologies: The Case of the Problem-Centred Education. Education. University of Strasbourg, 2017. English. ⟨tel-02123588⟩

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